language & culture curriculum sampler · 4-week immersion courses 7 languages • 20...

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Council on International Educational Exchange™

300 Fore Street, Portland, ME 04101 1-888-40-STUDY Founded in 1947, CIEE is the nonprofit world leader in international education and exchange, delivering the highest-quality programs that increase global understanding and intercultural knowledge. We provide participants with skills, competencies, and experiences that elevate their ability to contribute positively to our global community. © Copyright CIEE 2019. All rights reserved. CI22-FY20-0002

Spanish level 2 | Intermediate mid / high

LANGUAGE & CULTURE CURRICULUM SAMPLER

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4-WEEK IMMERSION COURSES 7 LANGUAGES • 20 DESTINATIONS CIEE LANGUAGE & CULTURE CURRICULUM

* Based on composite score data for CIEE Global Navigator High School Summer Abroad language programs from 2016-2018. National averages derived by Avant from high school language proficiency assessments administered nationally in 2016-2017.

Exceptional Gains in Language Proficiency• Differentiated courses align to ACTFL standards.

• Communicative, task-based approach in an immersion setting produces exceptional gains.

Interactive Classes with Real-World Application• Lively 3-hour classes – Dynamic instructors, all native speakers, get

students talking in pairs and groups as they carry out daily tasks and weekly projects related to themes with teen appeal.

• Adventurous afternoons – Program Leaders, all certified U.S. world language teachers, motivate students’ participation in authentic conversations in the community, resulting in real-world application of language learned that day in class.

• Homestay – Conversation starters related to the day’s lesson spark meaningful conversations that deepen cultural understanding.

Rich Pathways to the Host Culture• Daily cultural activities and weekend excursions immerse students

in the host culture, broadening horizons and building cultural appreciation.

• Examples include culinary workshops, dance classes, visits to local museums, and weekend excursions to nearby towns and attractions.

Accessible, Authentic, Personalized Learning• Students’ performance on the Avant STAMP 4S language test and

oral interviews determine placement into an appropriate level.

• “Triple-A rated” resources — all authentic, accessible and age-appropriate — capture interest and keep it high.

• Daily reflection journals and self-assessment with Can-Do Statements enhance personal growth.

College Credits • Tulane University can grant college credit for all levels of the CIEE

Language & Culture courses.

WITH CIEE1 MONTH

OF HIGH SCHOOL1 YEAR=

AVERAGE GROWTH IN LANGUAGE PROFICIENCY*

CIEE Course ACTFL Levels

Introductory Novice Low / Novice Mid

LEVEL 1 Novice High / Intermediate Low

LEVEL 2Intermediate Mid / Intermediate High

LEVEL 3 Advanced Low / Advanced Mid

HOMESTAY

LOCAL PEERS & COMMUNITY

INSTRUCTOR PROGRAM LEADER

From sunrise to sunset, the communicative coursework

and engagement with the local community and the homestay

combine to achieve language growth.

24/7 IMMERSION

LEARNER

2 3SEVILLE / LEVEL 2 / WEEK 4 13

WEEK 4

Theme: Personal Growth

THE WEEK AT A GLANCE Project: Create a Study Abroad Album

Authentic Tasks Project Connections

DAY 16 TASK 1: Create a Bucket List

TASK 2: Connect Across Cultures

DAY 17

TASK 1: Interview a Partner About Study Abroad Experiences

TASK 2: Make a List of Ways You’ve Changed

PROJECT LAUNCH & Contribution 1: Photos & Instagram Post with Captions

Contribution 2: Before-and-After List

DAY 18 TASK 1: Make a Personal Statement About Your Future

TASK 2: Convince a Friend to Study Abroad

Contribution 3: Video of the Personal Statement

Contribution 4: Persuasive Email

DAY 19 STAMP TEST DAY 20 TASK 1: Discuss the Impact of Your Summer Abroad PROJECT SHARE:

• Conversation Station Participate on a study abroad panel • Presentation Station Present the Study Abroad Album

SEVILLE / LEVEL 2 / WEEK 1 3

WEEK 1

Theme: Identity

THE WEEK AT A GLANCE Project: Create a Personal Profile


DAY 1 Orientation

DAY 2 TASK 1: Get to Know People and Meet Up at a “Party”

TASK 2: Collect and Report Data for a Class Profle

PROJECT LAUNCH & Contribution 1: Personal Description

DAY 3 TASK 1: Compare Daily Schedules

TASK 2: Describe Rooms and Give a Home Tour

Contribution 2: Daily Schedule of Activities in Spain and the USA

Contribution 3: Photos and Descriptions of the Seville Home

DAY 4 TASK 1: Create and Present a Family Tree

TASK 2: Describe the Host Family

Contribution 4: Family Tree and Facts About Family Members Contribution 5: Host Family Picture and Description

DAY 5 TASK 1: Tell About Yourself PROJECT SHARE: • Presentation Station Present the Personal Profiles • Conversation Station Write anonymous bio-poems and guess the authors


WEEK 3

Theme: Discovery

THE WEEK AT A GLANCE Project: Create a Neighborhood Tour in Seville (multimedia slideshow)


DAY 11 TASK 1: Rate and Compare Experiences in Spain

TASK 2: Plan a Neighborhood Tour in Seville

PROJECT LAUNCH & Contribution 1: Opening Slide with Title

DAY 12 TASK 1: Role-Play Shopping at a Street Market

TASK 2: Report the Curious History of a Seville Monument

Contribution 2: Neighborhood Scenes and Descriptions Project Contribution 3: Monument Photo and History

DAY 13 TASK 1: Dramatize a Dinner at a Local Restaurant

TASK 2: Yesterday & Today: Bring a Worker’s Story to Life

Contribution 4: Scenes and Written Impressions of a Local Restaurant

DAY 14 TASK 1: Pass Along a Street Story

TASK 2: Investigate and Predict Seville's Future

Contribution 5: Recording of a Street Interview

DAY 15 TASK 1: Report on a Seville Neighborhood

PROJECT SHARE: • Presentation Station Present the Neighborhood Tours • Conversation Station Role-play a conversation between a local and a visitor to a Seville neighborhood


WEEK 2

Theme: Creativity

THE WEEK AT A GLANCE Project: Create a Photo Gallery on Spanish Culture


DAY 6 TASK 1: Give and Follow Directions to Cultural Sites

TASK 2: Persuade a Friend to Attend a Cultural Event PROJECT LAUNCH & Contribution 1: Postcard Collage and Promotional Caption

DAY 7 TASK 1: Tell What Happened in a Short Film

TASK 2: Rate Movies and Share Your Opinions Contribution 2: Movie and Event Poster Photos with Cultural Comments

DAY 8 TASK 1: Participate on a Panel of Music Judges

TASK 2: List and Report Facts About Street Artists

Contribution 3: Opinions on Music from Spain

Contribution 4: Opinions on Seville Street Art

DAY 9 TASK 1: Compete in a Quiz Show on Spanish Painters

TASK 2: Solve an Artful Crime

Contribution 5: Images and Descriptions of Artwork by Spanish Masters

DAY 10 TASK 1: Tell About Spanish Culture PROJECT SHARE: • Conversation Station Give information and express opinions on Spanish culture • Presentation Station Present the Photo Galleries, speed-dating style

SPANISH LEVEL 2 – SEVILLE 4-WEEK CURRICULUM AT A GLANCE

THEMESA new and relatable theme each week

INSTRUCTIONAL APPROACHCommunicative, task-based, and scaffolded with real-world application

PROJECTSA weekly project that participants develop across the week and share with their peers on Fridays

AUTHENTIC RESOURCES All classroom tasks use carefully curated, “Triple A-rated” resources (authentic, accessible, and age-appropriate) that are visually appealing and localized for each program to promote a deeper understanding of language and culture, even at the novice level

For a typical day, see next page!

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LANGUAGE CLASSStudents learn and try out:

• Functions: Conduct a transaction; Express likes and dislikes; Dramatize a dinner at a local restaurant

• Vocabulary: Restaurant words; Foods

• Language: Present-tense verbs (ordering, paying)

From Seville Level 2: Day 13

COMMUNITY CONVERSATION At a local restaurant, students:

• Apply the functions, vocabulary, and language from the day’s lesson

• Converse with wait staff

• Take photos and make food notes for their Project Contributions

CULTURAL ACTIVITY Students connect the day’s lesson with the cultural context as they:

• Participate in a culinary workshop in the target language

• Learn how to cook local dishes

HOMESTAY CONNECTION Evening conversations related to cuisine reinforce the day’s lessons. Students might:

• Talk about a typical tapa from the region and even make it together

• Share good and bad restaurant experiences

• Compare foods for holidays in the U.S.A. and Spain

SPANISH LEVEL 2 – SEVILLE A TYPICAL DAY

DAY 13Interactive classes are combined with community and homestay connections that put the day’s lesson to work.

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WEEK 3

Theme: Discovery

THE WEEK AT A GLANCE Project: Create a Neighborhood Tour in Seville (multimedia slideshow)


DAY 11 TASK 1: Rate and Compare Experiences in Spain

TASK 2: Plan a Neighborhood Tour in Seville

PROJECT LAUNCH & Contribution 1: Opening Slide with Title

DAY 12 TASK 1: Role-Play Shopping at a Street Market

TASK 2: Report the Curious History of a Seville Monument

Contribution 2: Neighborhood Scenes and Descriptions Project Contribution 3: Monument Photo and History

DAY 13 TASK 1: Dramatize a Dinner at a Local Restaurant

TASK 2: Yesterday & Today: Bring a Worker’s Story to Life

Contribution 4: Scenes and Written Impressions of a Local Restaurant

DAY 14 TASK 1: Pass Along a Street Story

TASK 2: Investigate and Predict Seville's Future

Contribution 5: Recording of a Street Interview

DAY 15 TASK 1: Report on a Seville Neighborhood

PROJECT SHARE: • Presentation Station Present the Neighborhood Tours • Conversation Station Role-play a conversation between a local and a visitor to a Seville neighborhood

SPANISH LEVEL 2 – SEVILLE

Spark interest and gauge prior knowledge on food and dining customs in Spain. Students view clips of two local restaurants and discuss similarities and differences across cultures.

Warm-Up — Tastes of Spain

Flex Time for meeting individual needs

Real-world applications and reflection time for students

Seville Level 2: Day 13 at a Glance SEVILLE / LEVEL 2 / WEEK 3 2

DAY 13 / WARM-UP Tastes of Spain Estimated time: 20 min.

REVIEW OBJECTIVES

Functions • Give information • Engage in discussion • Compare and contrast

Vocabulary • Foods: tapas,

espinacas con garbanzos, bacalao, etc.

RESOURCES

ü A look inside two restaurants in Seville—El Rinconcillo and La Bulla: (0:00–1:21)

WARM-UP ACTIVITY

Discuss a Topic Mention that a favorite part of any neighborhood is a great restaurant or tapas bar, and that students will work in small groups to discuss this topic: “Los sabores de España.” Project the Discussion Questions (to prompt the use of past-tense verbs in the preterite). Form groups of 3 and give groups 5 minutes to discuss. Circulate to participate in each group as students answer the questions.

Look Inside Two Restaurants Working again with the entire class, encourage cultural comparisons. Ask: ¿Se parecen los restaurantes de España a los de EE. UU.? ¿En qué se diferencian?

Then play the video. Invite students to comment on the dishes being prepared at El Rinconcillo. Ask: ¿Se ven apetitosos? ¿Contienen ingredientes que ya habéis probado?

Move back through frames of the video, freezing at 0:58 on the list of tapas at La Bulla. Ask students if they have tried any of these tapas, and ask them to describe ones they know.

Then, freeze frames that show different food dishes and ask students to name as many ingredients as they can. Use their responses to gauge the extent and complexity of the food vocabulary students have acquired, and use the Flex Time today to widen their vocabulary for foods.

DAY 13 RESOURCE FOLDER DISCUSSION QUESTIONS

Seville Level 2: Day 13 Warm-Up

Seville Level 2: Week 3 at a Glance

WARM-UP

TASK 1

TASK 2

WRAP-UP

Featured in this LESSON SAMPLER

WEEK OVERVIEW

DAY OVERVIEWA consistent instructional path for language class (3-hour block)


WEEK 3 / DAY 13 THE DAY AT A GLANCE

Language Class

WARM-UP Tastes of Spain p. 88

TASK 1 Dramatize a Dinner at a Local Restaurant p. 89

PROJECT: NEIGHBORHOOD TOUR Contribution 4: Scenes and Written Impressions of a Local Restaurant

Break TASK 2 Yesterday & Today: Bring a Worker’s Story to Life p. 91

WRAP-UP Assess, Apply, and Reflect p. 93

TimeTotals

20 min. 60 min. 20 min. 45 min. 15 min.

FLEX TIME Insert these 20 minutes at any point to meet students’ interests and needs. You might:

Place these 20 minutes at any point in the lesson based on your judgment of student interests or needs. You might:

• Provide time for students to work on their Video Tour Projects, orextend the theme or a task, especially to share a cultural perspective.

• Start a conversation on an impactful experience that students just had.

• Research shows movement activates the brain. Do your studentsneed to be energized? Take a Brain Break!

• Review vocabulary or structures students are having trouble with.See the Game Bank, p. 140.

• Sing a song together, one that connects to the host culture. See theSong & Lyrics Bank, p. 138.

• Play with cognates to show students how much Spanish they alreadyknow or invite students to share their language-learning strategies.

Misión Ñ: Comunidad (Community Conversations—45 min)

Misión Ñ: Familia (Homestay Connection) Reflection Journal

Order Food Students, on their own time, go to an eatery, order food, converse with the waiter, and express likes and dislikes about food.

Talk About Food Students converse with the host family on any topic related to food. For example, they might ask for the recipe of a local tapas dish and prepare the dish together, describe restaurant meals and experiences, or describe popular holiday dishes.

Across the week, students respond to at least three reflection prompts of their choice.

HOY EN CLASE Before students enter class, write the Day's Agenda. Review it at the start of class.



Language Class






TimeTotals


















Language Class






TimeTotals
















Lesson Sequence

8 9


DAY 13 / TASK 1 Dramatize a Dinner at a Local Restaurant, continued Estimated time: 60 min.

MATERIALS

Tablets (Step 5)

Optional props to create a restaurant scene: tablecloth or placemats, place settings, water glasses, etc. (Step 6)

Tablets with Projects Slideshow file in Google Slides (Project)

3. Role-Play Placing an Order Display LANGUAGE MODEL 27 and read the ways to place an order (column 1). Take the role of the waiter and have students use an expression to place an order from the menu. Respond to the orders with language typically heard in a restaurant:

Student: Disculpe, señor, ¿me pone una ensalada mixta? Waiter: Claro que sí. Con mucho gusto. / Naturalmente. / Ahora mismo. Student: ¿Me trae el pulpo asado, por favor? Waiter: En seguida. Y de beber, ¿qué le traigo?

4. Model and Role Play How to Ask for the Check Read the examples on LANGUAGE MODEL 27 (column 2) to model various expressions for requesting the check. Then go around the room and have students ask you for the check without repeating the phrase used by a prior student. Respond with language that students are likely to hear from a waiter.

5. Collect Expressions for Likes and Dislikes Ask: “¿Te gustan los langostinos al ajillo?” Students who signal “thumbs up” form a “yes” group and list ways to express likes (e.g., me flipa/n, me encanta/n). Students who signal “thumbs down” form a “no” group and list ways to express dislikes (e.g., detesto, me da/n asco, soy alérgico/a). Compile their examples into a T-chart, and have students take a picture of the chart for their Vocabulary Banks.

6. Dramatize a Dinner Form groups of three to create a dinner skit. Two students will play the role of diners, and one will play the waiter. Groups should choose a scenario or create one of their own and write their script for the skit. A few possible scenarios are:

• The diners haven’t seen each other in five years and want to order something special. • The restaurant has run out of everything the diners want . . . almost! • The tapas arrive, and there is a fly right on top of one of the items.

While groups are working, set up a “dining table” and props in front of the screen with a projection of the restaurant’s interior (Resource 2). Then, it’s showtime!

PROJECT CREATE A NEIGHBORHOOD TOUR IN SEVILLE

CONTRIBUTION 4 Scenes and Written Impressions of a Local Restaurant Partners take photos or videos in a restaurant and insert them in their Projects Slideshow file to create pages about neighborhood food venues. Then they write impressions of the food and the experience.

DAY 13 RESOURCE FOLDER LANGUAGE MODEL 27


Students learn how to order and ask for the check at a restaurant. They role-play placing orders and requesting the check, collect expressions for likes and dislikes, and then dramatize a restaurant scene in small groups.

Task 1 — Dramatize a Dinner at a Local Restaurant

Seville Level 2: Day 13 Task 1

WARM-UP

TASK 1

TASK 2

WRAP-UP


Authentic Resources — Real menus from a real restaurant in Seville

Classroom dramatization


DAY 13 / TASK 1 Dramatize a Dinner at a Local Restaurant Estimated time: 60 min.

OBJECTIVES

Functions • Conduct a transaction

(order a meal) • Express social

courtesies (politeness) • Use formal and informal

language • Express likes and

dislikes • Dramatize Vocabulary • Restaurant words:

workers—camarero, cocinero, etc.; plates— carta, entrantes, primer plato, etc.; utensils—cuchillo, servilleta, etc.; cuenta

• Foods; Dishes • Ways to order food and

ask for the check Language • Present-tense verbs (to

communicate in a restaurant)

• Conditional forms for politeness: poder (podría) querer (querría) gustar (me gustaría)

RESOURCES

ü 1. About 10 copies of the same menu from a local restaurant (real menus) or, if you don’t have printed menus, distribute copies of the menu in the Handouts folder

ü 2. Interior photo of the restaurant for a backdrop to the dinner skit

ACTIVITY SEQUENCE

Focus the Task: Display the Fíjate slide and say, “Vas a aprender a pedir en un restaurante. Luego, vas a dramatizar una escena en un restaurante.”

1. Set the Scene Comment on how a tour of any city includes a stop at a restaurant for a tasty meal. Tell students they will look at a menu from a local restaurant. Distribute the printed menus (Resource 1) and have students note the restaurant's name. Find the tapas bar on Yelp or go to its website to show students what its exterior and interior look like.

Use the pictures to teach restaurant vocabulary. For example:

• Point out a waiter and say: “Este es el camarero. Está hablando con los clientes y lleva la comanda a la cocina. Él les sirve la comida y les trae la cuenta.”

Tell them this restaurant will be the setting for several dramatizations they do today.

2. Model How to Place an Order Invite students to look over the menus and ask questions about the foods and dishes they may not know. Clarify vocabulary and talk about dishes typical of Spanish culture.

Point out that there are many ways to place an order. But in all cases students should use the usted form (and not the tú form) with the waiter. Ask students: “¿Por qué?” (Answer: They are talking to someone they do not know well and need to show respect.)

Then, model placing an order for different dishes on the menu. When you model expressions with querer and poder, explain the difference for politeness between Quiero/Querría and Puedo/Podría.

DAY 13 RESOURCE FOLDER

Lesson Sequence

10 11

TASK 2

TASK 1

WRAP-UPAyer y hoy en los barrios de Sevilla

Eres Carmen, tienes 22 años, y eres la dependienta de la floristería en la avenida de las Ciencias, 20. Eres la hija de un florista y tu padre traía flores desde Holanda. Te has criado entre flores desde los 3 años. 1. ¿Cómo era la floristería al principio? 2. ¿Con quién trabajabas? 3. ¿Cuál era tu rutina diaria? 4. ¿Cuál fue tu mejor día en el trabajo? ¿Por qué? ¿Qué pasó? 5. ¿Y el peor día? ¿Qué pasó? 6. ¿Qué haces hoy en la floristería?

Eres Miguel y tienes 32 años. Te encanta el pan y por eso abriste una panadería artesanal en el barrio de Los Remedios. Haces más de 35 variedades de pan al día siguiendo una técnica tradicional. 1. ¿Cómo era tu trabajo de hacer y vender pan al principio? 2. ¿Cómo vestías? 3. ¿Cuál era tu rutina diaria? 4. ¿Cuál fue tu mejor día en el trabajo? ¿Por qué? ¿Qué pasó? 5. ¿Y el peor día? ¿Qué pasó? 6. ¿Qué sueles hacer un día de trabajo?

Eres Jennifer y tienes 38 años. Junto con tu esposo, eres propietaria del bar La Tertulia en el barrio de La Macarena. Durante la Semana Santa en Sevilla, La Tertulia es un lugar donde se reúne la gente. 1. ¿En qué año te hiciste propietaria del bar? 2. ¿En qué trabajabas antes de tener el bar? 3. ¿Por qué querías tener un bar? 4. Como propietaria de La Tertulia, ¿cuál fue tu mejor día en el trabajo? ¿Por qué? ¿Qué pasó?

5. ¿Y el peor día? ¿Qué pasó?

Eres José y tienes 62 años. Eres el dueño de la Relojería Lovillo, en la avenida Ramón y Cajal, 9. Eres un experto en la reparación de relojes de todo tipo, y disfrutas de tu profesión. 1. ¿Cómo era la relojería al principio? 2. ¿Con quién trabajabas? 3. ¿Cuál era tu rutina diaria? 4. ¿Cuál fue tu mejor día en el trabajo? ¿Por qué? ¿Qué pasó? 5. ¿Y el peor día? ¿Qué pasó? 6. ¿Qué haces hoy en la relojería? Eres Gema y tienes 47 años. Trabajas en los mercados de abastos de Sevilla. Vendes todo tipo de comida. Lo que más te gusta de tu trabajo es hablar con los clientes.

1. ¿Cómo era tu trabajo en el mercado? 2. ¿Cuál era tu rutina diaria? 3. ¿Con quién trabajabas? 4. ¿Cuándo empezaste en el mercado? 5. ¿Quién fue el cliente más interesante? ¿Por qué?

6. ¿Quién fue tu peor cliente? ¿Por qué?

Eres José Antonio y tienes 53 años. Trabajas en un puesto en el Mercado Central de Sevilla que vende pescado. Empezaste como empleado y ahora tienes 3 puestos.

1. ¿Cómo era tu trabajo de empleado al principio? 2. ¿Cuál era tu rutina diaria? 3. ¿Cuál fue tu mejor día en el trabajo? ¿Por qué? ¿Qué pasó? 4. ¿Y el peor día? ¿Qué pasó? 5. ¿Qué sueles hacer un día de trabajo?


Students hear about the life of a chef and the lives of other workers in Seville, and then take the role of a sevillano worker and tell his or her life story using preterite and imperfect tenses.

Task 2 — Yesterday & Today: Bring a Worker's Story to Life


Role-play cards spark the natural use of the targeted structures, preterite and imperfect.

Lesson Sequence


DAY 13 / TASK 2 Yesterday & Today: Bring a Worker’s Story to Life Estimated time: 45 min.

OBJECTIVES

Functions • Describe (actions) • Give information

(sequence) • Recount (personal

history of a worker)

Vocabulary • Occupations • Actions • Time words: al

principio, primero, después, luego, por último, etc.

Language • Past-tense verbs

(preterite; imperfect) • Present-tense verbs

MATERIALS

Worker Profiles for the role play: “Ayer y hoy en los barrios de Sevilla,” one per student (Step 3)

RESOURCES

ü 1. “De limpiadora a chef”: video interview with María Marte (1:59) ü 2. Interviews with barrio workers: Jennifer (12:34–13:37), Carmen (0:16–1:01),

Gema (0:00–0:26), Miguel (0:21–1:02), José (0:08–1:14), José Antonio (9:03–10:11)

ACTIVITY SEQUENCE

Focus the Task: Display the Fíjate slide and say, “Vas a enterarte de la vida de una chef en Madrid. Luego harás el papel de un/a trabajador/a sevillano/a y contarás la historia de su vida.”

1. Meet a Chef Tell students they will watch a video about a woman who is now the chef at a restaurant in Madrid. The story of how she got there is unusual. Ask students to watch the video to find out the story of her life up to now. Play the video of the interview with María Marte in Resource 1. Clarify vocabulary that students did not understand and play the video again.

Invite a personal response to the video and check for understanding with these questions:

• ¿A qué se dedicaba María Marte antes de trabajar como cocinera? [Answer: Lavaba los platos.] • ¿Qué trabajos hizo después? [Answer: Trabajó en la cocina preparando la comida y después

llegó a ser la mano derecha del chef.] • ¿Cómo era su vida durante los primeros años? [Answer: Era dura; trabajaba largas horas.] • ¿A qué se dedica hoy? [Answer: Marte es la jefa de cocina y dirige un equipo de 16

empleados.] • ¿Qué hace durante su tiempo libre? [Answer: Pasa tiempo con sus hijos, dos gemelos de

quince años y lee libros de cocina.]

As students answer, write the time words they use (see Vocabulary) and review them.

2. Model Ways to Talk About the Past Point out that the video is about María Marte’s life yesterday and today, so it uses verbs in the past and in the present. For past action, display LANGUAGE MODEL 28 and use the examples to clarify when the preterite and imperfect apply:

• For the preterite in column 1, point out the dates that establish a specific point in time. Explain how the second example tells about events with a clear starting point.

DAY 13 RESOURCE FOLDER LANGUAGE MODEL 28


DAY 13 / TASK 2 Yesterday & Today: Bring a Worker’s Story to Life, continued Estimated time: 45 min.

• In column 2, explain that the imperfect is usually used to describe emotions. Discuss

how the other examples tell about actions without a clear starting and end point, so they also use the imperfect.

For practice, hold a conversation with a volunteer and ask questions about a past event that prompt clear contrasts between the preterite and the imperfect. For example:

• El año pasado en tu cumpleaños, ¿qué hiciste? • ¿Con quién estabas? ¿Cómo te sentías? • ¿Qué querías de regalo? ¿Alguien te regaló eso?

Then, form an Inside-Outside Circle. On the first rotation, students in the Inside Circle ask the questions about a personal past event and how the student in the Outside Circle felt about it. On the next rotation, switch roles for students in the Outside Circle to ask the questions.

Adjust for Proficiency: • If students use incorrect past-tense forms of irregular verbs, display LANGUAGE MODEL 29

and teach the forms of ir and ser, providing examples from your personal history.

3. Meet People from the Barrios of Seville Distribute the handouts “Ayer y hoy en los barrios de Sevilla.” To introduce more people with interesting occupations in Seville:

• Have students read the short profile of Jennifer and then play her video clip (Resource 2). (Note: The clips are intended to give students a general sense of each person, and it is not necessary that they understand every word of the interview.)

• Repeat for each of the other workers. As you go, share cultural information about the occupations and the barrios shown.

4. Take the Role of a Sevillano and Tell About Your Past Form two groups. Students choose one of the workers to impersonate and plan a presentation in which they recount their personal history. They should refer to the questions under the profile and imagine other details of the person’s life, making up the best and worst events.

Students in each group then take turns presenting his or her personal history. Remind students to use time words that convey the sequence of life events.


LANGUAGE MODEL 29


WARM-UP

12 13

WRAP-UP

TASK 1

TASK 2


APPLY IN THE REAL WORLDStudents head out of the classroom and into a world of authentic conversation as they engage in:

• Community Conversations (see p. 14)

• Conversations at their homestay (see p. 15)

Handouts support the real-world application of the language used in the day’s lesson.

REFLECTStudents keep a Reflection Journal in which they respond to reflection prompts each week (see p. 16).


DAY 13 / WRAP-UP Assess, Apply, and Reflect Estimated time: 15 min.

REVIEW OBJECTIVES

Functions • Conduct a transaction

(order a meal)• Express likes and

dislikes

Vocabulary • Foods (prepared

dishes)• Restaurant words

Language • Present-tense verbs

(to express likes anddislikes)

MATERIALS

Assignment sheets accessed in Canvas for: 1. Misión Ñ: Comunidad2. Misión Ñ: Familia3. Tema de reflexión

RESOURCES

ü Tapas menu

WRAP-UP ACTIVITY

1. Quick-Check on Understanding Display the tapas menu. Working in small groups, studentstake turns expressing likes or dislikes and ordering from the items on the board. For example, Meflipan los pimientos del Padrón. Me gustaría pedir las patatas bravas. Circulate and continue untilyou have heard each member of the group place an order.

2. Real-World Application Working in partnership with the Program Leader, project theassignment sheets and briefly introduce today’s opportunities for authentic communication in thecommunity and at home:

• Misión Ñ: Comunidad Review the meet-up info, the focus of today’s conversations in thecommunity, and how students are to document what they do.

• Misión Ñ: Familia Review ideas for tonight’s conversation at your homestay.

3. Reflection Journal Remind students to record their reflections in Canvas in response to atleast three of this week’s prompts.


Note: Instructors and Program Leaders direct the Wrap-Up together. Program Leaders should make notes on skills to target during Misión Ñ: Comunidad.

ASSESSAs a quick-check on understanding, each student expresses likes and dislikes and orders foods from a tapas menu.

Seville Level 2: Day 13 Wrap-Up

“ This is the ideal classroom right here. If we could actually bring this back to the United States, it would be perfect,

but you can’t. That’s why it’s so special … It’s incredibly intensive, both emotionally, physically, but also from a

learning perspective because the students take all that they get in the classroom and then immediately apply it in

their real lives, in the target culture.”

— Candace BlackDirector of World Languages, Office of Bilingual Education World Languages, New York State Education Department, Albany, NY

WARM-UP

Wrap-Up — Assess, Apply, and Reflect

IMMERSION IN THE HOST CITYLesson Sequence

14 15

REAL-WORLD APPLICATION

Use new language from the day's lesson in authentic communication.

COMMUNITY CONVERSATIONS

CIEE|HSSANivel2Sevilla

¡TÚ DECIDES LA MISIÓN!

Día 13 — Misión Ñ: Comunidad Para hacer: Pedir comida en algún lugar (por ejemplo, en un bar de tapas, en un restaurante o en una pastelería) y conversar con el camarero y hablar de gustos 1. Antes del viernes, trabajando solo o con un compañero, ve a un lugar a comer. Observa la carta y conversa con el camarero sobre lo que recomienda. Personalmente, ¿cuál es tu/su cosa favorita del menú? ¿Qué platos son caseros? 2. Prepárate para pedir algo y expresa tus gustos sobre las comidas: Bueno, ¿me pones/pone una tapa de…? ¿Me traes/trae un vaso de agua, por favor? Me encanta/encantan el/la/los/las ____. No me gusta/gustan el/la/los/las ____. 3. Saca fotos de la comida y escribe notas para todo lo que comes. IMPORTANTE: Tus fotos y notas son una contribución para tu proyecto. Para documentar tu conversación:

● Envía a tu Program Leader un texto con lo que preguntaste al camarero y cómo respondió. También envía una foto de ti en el lugar donde estás comiendo.

● O, envía un vídeo o una grabación de tu conversación con el camarero. Recuerda:

● Ojo con tu cámara, móvil y cosas de valor.

Language Goal: Order food at a restaurant, converse with the waiter, and express likes and dislikes about food. Project Contribution: Students take photos and make notes to write impressions about the food and their experience for their Project Contribution.

Seville Level 2: Day 13 Community Conversations Handout

On Day 13, students use language learned in class for ordering food, conversing with the wait staff, asking for the check, and expressing likes and dislikes.

On Day 13, students talk with the host family about anything related to food. As examples, they might find out about a favorite family recipe, describe their best and worst meals in restaurants, or compare foods typical of celebrations in Spain and the U.S.

Reinforce language and themes from class at home through one-on-one conversations with the host.

HOMESTAY CONNECTIONS

Seville Level 2: Day 13 Host Family Connection Handout

Misión Ñ: Familia—Semana 3 Tema: Descubrimiento

DÍA 11—LUNES DÍA 12—MARTES DÍA 13—MIÉRCOLES DÍA 14—JUEVES DÍA 15—VIERNES Meta: Descubrir plazas Tema: Habla con tu familia sobre la importancia de las plazas en España. Descubre cuáles son sus plazas favoritas de Sevilla y por qué. Ejemplos de preguntas:

● ¿Por qué son tan importantes las plazas? ¿Qué propósito sirven en la sociedad?

● ¿Tienes algunas plazas favoritas? ¿Qué tienen de especial?

Traer a la próxima clase: Trae la lista de plazas favoritas a clase el Día 12.

Plaza de América, Sevilla

Meta: Examinar eventos y curiosidades de la historia

¡TÚ DECIDES EL

TEMA!

Algunos temas posibles: 1. Comenta sobre algunas

de las curiosidades de Sevilla de la clase de hoy. Pregunta a tu familia si sabe de otras curiosidades históricas de Sevilla o de España.

2. Diviértete con tu familia

tomando esta prueba sobre hechos básicos de la historia.

3. Comenta sobre algunas

películas o series históricas que te hayan gustado. Pregunta si tu familia te puede sugerir otras sobre España.

Meta: Hablar de la comida

¡TÚ DECIDES EL

TEMA!

Algunos temas posibles: 1. Pide a tu familia la receta de una tapa típica de la región. Aprende cómo se prepara. Si es posible, participa en la preparación del plato. 2. Describe lo mejor y lo peor que has comido en un restaurante y pide que tu familia te cuente sus experiencias. 3. Describe algunos platos

típicos que se comen en los días festivos de EE. UU. y pregunta qué comida es típica de los días festivos en España.

Meta: Hablar sobre el futuro de Sevilla Tema: Para elaborar tu proyecto de la semana 3, conversa con tu familia sobre el futuro de Sevilla (la contaminación, el precio de la vivienda, el paro juvenil, etc.). Si no has podido grabar la conversación que hiciste durante la Misión Ñ: Comunidad , graba tu conversación ahora. Ejemplos de preguntas:

● ¿Qué pasará en el futuro de Sevilla?

● ¿Cómo será Sevilla en el futuro?

● ¿Por qué opinas así?

Meta: Hablar sobre la cultura española

Tema: Pide a tu familia que termine algunas frases. Haz preguntas para saber más sobre la cultura y los valores de tu familia. Frases para completar:

● Para mí, España es...

● Las tres cosas más importantes en la cultura española son…

● En mi opinión, lo mejor de España y de los españoles es…

● Y lo peor es...

Traer a clase: Anota las respuestas y trae tus notas a clase el Día 17.

CIEE | HSSA Level 2 Seville © 2019. All rights reserved.

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Connect the day’s lesson with the local cultural context.

On Day 13, students join a local cook for a culinary workshop downtown, where they learn how to make tortilla española.

DAILY CULTURAL ACTIVITIES

Travel to unique geographic and cultural sites of the region, such as this visit to the Alhambra in Granada, and learn about their history and impact on the host country.

WEEKEND CULTURAL EXCURSIONS

PATHWAYS TO THE HOST CULTURE

SAMPLE JOURNAL PROMPTS• On cultural differences: “What are some cultural norms and values that

you see here that you appreciate or connect with—ones that you don’t see back home? Why do you think that is?”

• On interactions with the local community: “What are 4 idiomatic or common phrases that you have heard native speakers use over and over again in the host culture? These might be phrases that you heard in your homestay. What do they mean? In which situations are they used? Why do you think these phrases are used so often in the host culture?”

• On language learning: “Describe one or two ways in which you have grown personally or academically on the program. What moments or discoveries led to that growth?”

REFLECTION JOURNAL

Deepen insights with time for reflection.

Students respond to reflection

prompts to encourage them to

reflect on cultural differences,

their interactions with the

local community, and their

language learning. Once a

week, Program Leaders hold

debriefs for students to share

their perspectives and deepen

insights.

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The composite score reflects performance in listening, speaking, reading, and writing. The communicative, task-based approach in an immersion setting produces exceptional gains.

AVERAGE GROWTH IN LANGUAGE PROFICIENCY*Composite Scores – 2016 - 2018

% G

row

th: P

rete

st t

o P

ostt

est

35302520151050

11%

20%

35%

23%

16%

8%

French

German

ItalianJapanese

Mandarin

Chinese

Spanish

DEMONSTRATED RESULTSGrowth in CIEE’s language programs is measured through a pre-post administration of the STAMP 4S assessment by Avant, using matched cases.

STUDENT SELF-ASSESSMENT OF GROWTH

OF STUDENTS REPORT GAINS93% of students report improved language use in a pre-post survey of performance on the ACTFL “Can-Do Statements.”

The average growth for students in a 1-month CIEE program approaches or exceeds the national average growth that students achieve in 1 year of a high school world language course.

AVERAGE GROWTH IN LANGUAGE PROFICIENCY**

* Based on composite score data for CIEE Global Navigator High School Summer Abroad language programs from 2016-2018. Since students at earlier stages of language proficiency make greater gains more quickly than students at more advanced stages, it is not appropriate to compare percentage growth across languages. For example, 60% of the 2017 German students were at the beginning level, while only 24% of those in the Spanish courses were beginners. Arabic results are not included due to an insufficient number of matched cases.

** Based on composite score data for CIEE Global Navigator High School Summer Abroad language programs from 2016-2018. National averages derived by Avant from high school language proficiency assessments administered nationally in 2016–2017.

93%

WITH CIEE1 MONTH

OF HIGH SCHOOL1 YEAR=

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CIEE'S CUSTOMIZED CURRICULA

CHILEValparaíso

DOMINICANREPUBLICSantiagoMEXICO

Yucatán

PERUPisac

ARGENTINABuenos Aires

GERMANYBerlin

ITALYFerrara

MOROCCORabat

JAPANKyoto

CHINABeijingNanjingShanghai

FRANCEParisRennesToulouse

SPAINAlicanteBarcelonaMadridPalma de MallorcaSeville

We customize language instruction all over the world…• Unique curriculum at each site, adapted to local

culture, history, language, and regionalisms

• Authentic resources (video, audio, text, graphics, etc.) drawn from local sites

• Local interactions, experiences, and excursions

…But one thing stays the same: Immersion—CIEE Style!• Communicative, task-based approach

• Classes differentiated by level with authentic, accessible and age-appropriate resources

• Interactive language learning with real-world application

• Rich pathways to the host culture, including rewarding home stays, cultural activities, and excursions

• Workshops in intercultural competence for intentional cultural insights

• Personal growth through an unforgettable experience

7 Languages in 20 Destinations:

Arabic FrenchGerman Italian

JapaneseMandarin Chinese

Spanish

language & culture curriculum sampler · 4-week immersion courses 7 languages • 20...

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